My name is Lev Vygotsky. I am the founder of a theory of human cultural and biosocial development mostly referred to as cultural- historical psychology. I have also brought up a concept of the Zone of Proximal Development (Woolfolk, p.67). This is the understanding in which acquisition of new knowledge is dependent on the previous learning. My work has become the foundation of much of the research and theory in cognitive development over the past few decades, which is now know as the Social Development Theory. My theories stress the fundamental role of social interaction in the development of learning. The community plays a big role in the process of learning.
During my lifetime, my theories were controversial within the Soviet Union. In the 1930s, my ideas were introduced but they stayed virtually unknown until the 1970s when they became a huge component of the new developmental educational psychology. While my theories were ignored at first, they are today widely known. Although scholars do not always agree with my theories, the early 21st century has seen a trend towards reevaluating scholarly understandings of many of my concepts and theories.
Articles related to Zone of Proximal Development:
French, L. R., Walker, C. L., & Shore, B. M. (2011). Do Gifted Students Really Prefer to Work Alone?. Roeper Review, 33(3), 145-159. doi:10.1080/02783193.2011.580497
Vygotsky connect: In the beginning of this article, the authors connect Vygotsky's theory to gifted children. One p. 145 the article says "A key theoretical point in Vygotsky’s (1978) theory is thatall learners, in their zone of proximal development (ZPD)are capable of accomplishing in dialog with more knowledgeable others what they cannot do alone."
Results: Gifted students who felt that their work was appreciated by teachers and fellow students reported the strongest preference to work with others.
Image retrieved on 16 January 2014 from here.
My name is Lev Vygotsky. I am the founder of a theory of human cultural and biosocial development mostly referred to as cultural- historical psychology. I have also brought up a concept of the Zone of Proximal Development (Woolfolk, p.67). This is the understanding in which acquisition of new knowledge is dependent on the previous learning. My work has become the foundation of much of the research and theory in cognitive development over the past few decades, which is now know as the Social Development Theory. My theories stress the fundamental role of social interaction in the development of learning. The community plays a big role in the process of learning.
During my lifetime, my theories were controversial within the Soviet Union. In the 1930s, my ideas were introduced but they stayed virtually unknown until the 1970s when they became a huge component of the new developmental educational psychology. While my theories were ignored at first, they are today widely known. Although scholars do not always agree with my theories, the early 21st century has seen a trend towards reevaluating scholarly understandings of many of my concepts and theories.
Key Terms:
(list all here without details)
Key Term Details:
Zone of proximal development is (define)
For more information, click here.
For a brief informational video on the ZPD,
https://www.youtube.com/watch?v=Zu-rr2PRNkE#t=21
Sources:
Articles related to Zone of Proximal Development:
French, L. R., Walker, C. L., & Shore, B. M. (2011). Do Gifted Students Really Prefer to Work Alone?. Roeper Review, 33(3), 145-159. doi:10.1080/02783193.2011.580497
How my work relates to Educational Psychology
Ch. 2
p.63 (2.5)